تدوین مدل تفکر طراحی در آموزش معماری بر اساس خرد و سبک‌‌های خلاقیت با نقش واسطه‌‌ای یادگیری خود راهبر

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه معماری، دانشکده هنر و معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.

10.22034/aaud.2023.344408.2675

چکیده

طراحی رویکردهای نوین همواره مورد توجه برنامه‌‌ریزان آموزشی بوده و با توجه به جایگاه شناخت در آموزش معماری، رویکرد تفکر طراحی و متغیرهای مرتبط با آن از اهمیت زیادی برخوردار است. هدف پژوهش حاضر تدوین مدل ساختاری تفکر طراحی بر اساس خرد و سبک‌‌های خلاقیت با میانجی‌‌‌‌‌‌‌‌گری یادگیری خود راهبر در دانشجویان بود. از این‌‌رو فرضیه اصلی پژوهش مطرح می‌‌دارد که مدل پیشنهادی با داده‌‌های پژوهش، از برازش مطلوبی برخوردار است. جامعه‌ی آماری این پژوهش شامل کلیه‌‌ی دانشجویان معماری دانشگاه فنی و حرفه‌‌ای دختران همدان به تعداد 600 نفر بود که در سال تحصیلی1401-1400 مشغول به تحصیل بودند. روش نمونه‎گیری، به شیوه در دسترس به تعداد 255 نفر انتخاب شد. از پرسش‌نامه‌‌های مقیاس سه بعدی خرد آردلت، سبک‌‌های خلاقیت کرتون، تفکر طراحی دوسی و سنجش خودراهبری یادگیری فیشر جهت گردآوری اطلاعات و از مدل‌یابی معادلات ساختاری برای تحلیل داده‌ها استفاده شد. نتایج بخش ساختاری نشان داد که اثر مستقیم خرد بر یادگیری خودراهبر و تفکر طراحی مثبت و معنادار است. اثر مستقیم سبک نوگرا بر یادگیری خودراهبر و تفکر طراحی نیز مثبت و معنادار است. اثر مستقیم سبک نوگریز بر یادگیری خودراهبر منفی و معنادار بوده، ولی بر تفکر طراحی معنادار نیست. اثر مستقیم یادگیری خودراهبر بر تفکر طراحی نیز مثبت و معنادار است. بررسی نقش میانجی یادگیری خودراهبر نشان داد که یادگیری خودراهبر نقش واسطه‌‌ای معناداری در ارتباط بین خرد و سبک‌‌های خلاقیت با تفکر طراحی دارد. از این‌‌رو، با تدوین برنامه‌های آموزشی مناسب و مرتبط با متغیرهای پژوهشی می‌‌توان به ارتقای تفکر طراحی در دانشجویان کمک کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Developing a Design Thinking Model of Architectural Education Based on Wisdom and Creativity Styles Mediated with Self-Directed Learning

نویسنده [English]

  • Farhad Karvan
Assistant Professor, Department of Architecture, Faculty of Art and Architecture, Hamedan Unit, Islamic Azad University Hamedan, Iran (Corresponding Author).
چکیده [English]

Educational planners have long focused on designing novel approaches and thus attached importance to the approach of design thinking and relevant variables by understanding the position of cognition in architectural education. The goal of the present study was to formulate a structural model of design thinking based on wisdom and creativity styles with the mediation of self-directed learning among students. To this end, the main study hypothesis states that the proposed model enjoys good fit with study data. All female architecture students at the Technical and Vocational University of Hamedan (600 people), who were studying from 2022 to 2023, comprised the statistical population of the study. The sampling method was convenience (No. 255). Three-Dimensional scales, namely, Ardelt’s Wisdom, Kirton’s Creativity Styles, Dosi’s Design Thinking and Fisher’s Self-Directed Learning Measure, were used to collect data; the data were also analyzed by Structural Equation Modeling. Structural section results indicated that the direct effect of wisdom on self-directed learning and design thinking was positive and significant. The direct effect of innovator style on self-directed learning and design thinking was also positive and significant. The direct effect of the adaptor style on self-directed learning was relatively significant; however, it did not have a significant effect on design thinking. The direct effect of self-directed learning on design thinking was also positive and significant. The study of the mediating role of self-directed learning indicated that it significantly mediated the relationship between wisdom and creativity styles with design thinking. Hence, the study concluded that students’ design thinking can be reinforced by developing proportionate and variable-related educational programs.

کلیدواژه‌ها [English]

  • Architecture Education
  • Design Thinking
  • Creativity Styles
  • Self-Directed Learning
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